PLTDP 09-10, Angela Pickering and Barbara Chamberlin, TLM 54. Commentary

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1 Commentary 1. Introduction Language teaching is a long and complex process that has not only to be well-organised, but also reflect various variables, including: teaching/learning context; the learners level, needs, interests, learning techniques; and educational settings. The act of planning a lesson, despite having opponents (Mallows 2002; Rinvolucri 1996) who state that establishing the goals and tasks of a lesson in advance is unfavourable in the process of enhancing the language development, is without doubt very significant, profitable and omnipresent stage of the teaching practice (Farrell 2002: 31; Harmer 2007a: 364). First, lesson planning is of great importance, mainly for novice teachers, as it provides them with reference points while conducting a lesson, enabling greater confidence; moreover, the stage of preparing a lesson can help to anticipate any problems that may arise during the teaching process (Farrell 2002: 31; Harmer 2007a: ). Secondly, having the lesson plan influences learners perceptions and opinion about a teacher (Harmer 2007a: 365). Thirdly, if teachers have a lesson plan, they have a record of what has been taught, and they can reflect upon it after the class has taken place, consider the encountered problems and think about future improvements (Farrell 2002: 35). The next aspect of conducting a lesson, which is frequently stressed by researchers, is the idea that the lesson is a dynamic and interactive event where learners interact with each other, and where teachers may face various obstacles disrupting its progress (Harmer 2007a: 366). Therefore, there is a significant need for teachers to be able to adapt their lesson plan and respond to the learners needs accordingly as the lesson develops (Farrell 2002: 34; Harmer 2007: 366; Scrivener 1994: 44). To quote Scrivener (1994: 44), teachers have to Prepare thoroughly. But in class, teach the learners not the plan. In other words, creating a lesson plan is the necessary foundation for a teacher, demonstrating the objectives and ideas for the lesson organisation; however, what really happens during a lesson has a huge influence on its development and eventual success (Harmer 2007: 366; Scrivener 1994: 44). The lesson plan is usually organised in accordance with the syllabus present in a given educational institution, personal teacher s ideas and preferences, and, last but not least, with the learners needs, 8 TLM 54, D.P.

2 learning styles and interests (Harmer 2007a: ). The effective lesson plan should also have clearly stated teaching objectives (what is going to be presented) and expected learning outcomes (what students are expected to become familiar with by the end of the class) (Farrell 2002: 32-33; Harmer 2007a). 2. The context The lesson plan I have created is aimed at the Polish teenagers, who are between 14 and 16 years old, and who are attending a private English course preparing them for the final English language exam at the end of the Grammar School. As far as proficiency level is concerned, all of the students are given a test at the start of the term and the target group of this lesson plan is at the intermediate level. I decided to choose the private language school, as I am planning to work in such environment when I return to my country. Moreover, an opportunity to work in the private school enables teachers to apply wider spectrum of language activities and, greater freedom in the choice of lesson design. Another advantage is the small group of learners, which enables the teacher to establish contact with every student, monitor their work and address their needs and preferences more effectively (Richards and Renandya 2002: 49). Furthermore, the fact that a lesson lasts 90 minutes, as opposed to the length of the class in the state school that lasts 45 minutes, provides a greater chance for a teacher to maximize the learning opportunities by focusing on the language skills in greater depth. Due to the fact that this is a private school, there are two reasons for students attending it. Firstly, there is the group of learners who are highly motivated, and have decided to attend the course in order to improve their English skills and to pass the final exam with a high result. On the other hand, there is the group of students who are forced by their parents to take part in the classes, which usually signifies their low interest in the process of learning a language. Consequently, the motivation of learners within this group is mainly instrumental, which means that they consider a language as a tool that helps them achieve established goals (Harmer 2007b: 20; Hedge 2000: 409). Moreover, two types of motivation can be distinguished: extrinsic and intrinsic motivation (Harmer 2007b: 20). The extrinsic motivation refers to the need to learn a language that is determined by various outside factors, such as: desire to pass an exam, pressure of parents or friends (Harmer 2007b: 20). Whereas, 9 TLM 54, D.P.

3 the intrinsic motivation is generated by everything that takes place during the class, that is the teacher's practices, or diverse activities students are engaged in (Harmer 2007b: 20). Therefore, as student's motivation varies they need to be taken into account by the teacher while preparing a lesson plan. As it has been already mentioned, the described course is mainly goal-oriented, and has to address the English language skills that are tested in the final Grammar school English exam. Learners sign up for this course in order to pass this English exam, therefore the learners needs are the most affective factor in this course design. In addition to listening and communication skills, this final year examination tests the learners ability to understand and summarise passage of a reading text, to recognise links between subsections and to answer both open and closed questions in relation to the content (CKE 2007). Consequently, I have decided to focus my lesson on the practice of reading skills, simultaneously using it as a context for the language focus as to practice and teach the vocabulary connected with the transport theme. I have chosen this topic, as it is one of the themes covered by the final English exam, and, what is more, the travelling theme is not only popular, but also essential in contemporary world where people have freedom to travel around the world (CKE 2007). An important factor which needs to be taken into account when planning a lesson are the learners needs and interests (Harmer 2007a: ). Teachers in state schools are much constrained by the syllabus design and time limits, thus they very rarely deviate from textbook-based instruction, and hardly use additional materials (Al-Issa 2009: 36; Siek- Piskozub et al 2008). Since, the length of this lesson enables a teacher not only to explore the topic more, but also attract the learners through the use of various motivating language activities; I decided to give a chance for learners at the end of the lesson to engage in the language use by means of a vocabulary game. 3. The lesson plan commentary The lesson I designed is focused on vocabulary teaching which is contextualized by means of the reading passage taken from the New English File Intermediate (Oxenden and Lathan- Koenig 2006), and two reading exercises. The use of reading passage enables learners to see 10 TLM 54, D.P.

4 targeted vocabulary in context, which is of great importance (Harmer 2007: 229; Hedge 2000: 134). I decided to use the reading from a coursebook that has been adapted from the British press. Although the use of authentic materials is advocated by many scholars (Berardo 2006: 62; Grant 1987) on the basis of the fact that they represent the natural language that is used and created for the real English context, it has been also indicated, by the study conducted by Peacock (1997), that authentic materials are found by foreign language students less interesting than artificial texts (Peacock 1997: 152). The reason for this might be the fact, that students very often described the authentic text as very difficult and boring (Peacock 1997: ). Similarly, it is argued that the use of authentic reading texts with students at the lower proficiency level may be demotivating and counter-productive (Ur 1996: 150). Therefore, I have chosen this type of reading passage as I found it enjoyable and appropriate to the aim of my lesson. Although the vocabulary teaching has been not given considerable attention as other language issues, for instance, grammar in the past; its importance seems to be increasing in the present practice of language teaching, as vocabulary knowledge is necessary in order to read, write, speak and listen (Hedge 2000: 110, 138; Richards and Renandya 2002: 255). Moreover, the role of teaching vocabulary is crucial in the context of teaching English as a foreign language as students do not have a chance to be exposed to the real target language vocabulary input outside the classroom (Hedge 2000: 111). As a lead-in to the topic of transport I have planned to use visual aids, which are four pictures presenting various forms of transport (train, coach, ferry and plane) that are going to be attached to the whiteboard so every student can see them. Following that, the teacher elicits students knowledge about the vocabulary and the rules of question formation. This activity enables the teacher to create the context for the lesson, to catch students' interest and to check whether they are familiar with the presented objects (Harmer 2007a: 229). Later, elicitation is also used in the introduction to the reading activity which is provoked by the demonstration of the pictures connected with the text. This serves as a top-down approach which is the way to familiarise learners with the theme of the text, enable them to make some judgements concerning the topic and, in general to activate their interests and schemata (Harmer 2007: 270; McDonough and Shaw 1993: ). This is very useful technique that enables 11 TLM 54, D.P.

5 students to activate their pre-existent knowledge, and by doing this, to help them understand the text and to engage them fully with the reading passage (Harmer 2007a: 271). As Harmer (2007b: 102) underlines, when students are shown clues concerning the text expectations are set up and the active process of reading is ready to begin. I have put an emphasis on the role of elicitation in this lesson plan as it engages the learners in the learning process and pushes them to produce the target language, while simultaneously creating a dynamic classroom that concentrates more on students (Gower 1995: 36). Moreover, elicitation activates learners knowledge, helps teacher find out the already known words by students words, and help learners acquire and practice the target vocabulary (Harmer 207a: 229; Scrivener 1994: 99). The use of elicitation is justified in this context as the learners at this level already possess background knowledge of the target language (Richards and Renandya 2002: 262). In addition, the fact that learners ask each other questions referring to their experience and knowledge personalises the language and makes it more meaningful, interesting and memorable (Hedge 2000: 274; Ur 1996: 217). Now I would like to move to the process of reading and vocabulary teaching. Both reading skills: skimming and scanning, which constitute the reading ability, are addressed in this lesson. Firstly, students are given the reading puzzles, which are parts of two texts, one about the plane, and the other about the train; that need to be categorised and placed in the right order (Hedge 2000: 107). Moreover, as to make sure learners will only skim the text for the general content, teacher sets the time limit, and prompts them to focus on the first lines of the paragraphs and vocabulary that is characteristic for the transport type (Hedge 2000: 195). The beginning of the lesson aims to contextualise the reading passage and pre-teach the vocabulary, while lead-in prepares learners for the possible events that may be described in the reading, thus I would assume that students would not have any serious problems with the general text comprehension (Grabe 2002: 277). Moreover, I did not want to provide learners with all the relevant vocabulary, as an important feature of being able to understand the general meaning of a text is to work out the meaning of the unknown words on the basis of the context and background knowledge (Hedge 2000: 193). 12 TLM 54, D.P.

6 This activity is followed by Task 2, which checks the learners ability to search for specific pieces of information that is known as scanning (Hedge 2000: 195). After reading the text carefully, learners are asked to answer comprehension questions in pairs. I decided to let students do this task in pairs as to enable them to cooperate with each other, and to avoid the feeling of failure when the answer chosen by learners is incorrect (Harmer 2007a: 271). Both of these strategies, reading for gist and reading for details, have great influence on development of the reading ability and are commonly used reading techniques (Harmer 2007b; Hedge 2000). As the ability to read is very dependent on vocabulary knowledge, the next part of the lesson is focused on the vocabulary learning (Hedge 2000: ). I decided to use vocabulary game, because it is not a frequent technique used by teachers in the state schools and it is a good way to enhance learning by building students interest and encouraging their participation (Wright et al 2006: 2). Moreover, the use of game might not only give a chance for timid students to take active part in the task and express their opinion and emotions, but also, by creating an enjoyable and relaxed atmosphere, help students develop fluency and learn language forms faster and more effectively (Urman 1998). This introduction to this activity (teacher elicits the target words and exposes students to correct pronunciation), and activity itself provides a chance for learners to practice vocabulary by pronouncing them, seeing words written on the game cards, and hearing them being pronounced by their colleagues and teachers (Richards and Renandya 2002: 260; Ur 1996: 60). In addition, Games provide one way of helping the learners to experience language rather than merely study it (Wright et al 2006: 2). The introduction of the game, aims at the categorizing vocabulary into groups, which is one of the suggested method that deepens students word knowledge and helps them memorize (Richards and Renandya 2002: 261). Another factor which promotes vocabulary acquisition is the fact that the instructions on the game cards that need to be read by learners and followed present the words in the meaningful context (Harmer 2007a: 229). In addition, by reading and following these instructions ( Your flight is being cancelled or There is a short delay while the pilot waits for a runway ) learners are exposed to the strings of words, called lexical chunks, and words collocations which are of great importance in the language learning process as the ability to use language fluently and effectively is dependent on a knowledge of these lexical chunks (Harmer 2007a: 232; Harmer 13 TLM 54, D.P.

7 2007b: 75; Nattinger 1988: 75). Nattinger (1988: 77) emphasises that the knowledge of lexical phrases will lead to development of fluency in writing, as students will not need to pay attention to every single word while reading, and also of speaking by knowing word collocations Interaction patterns The next factor to consider is the organization of the interaction during the lesson. According to Ur (1996: 217) when lessons are more varied, they are more interesting, and are more likely to address diverse learning styles. As interaction is one of the components that influence the lesson diversity the designed lesson provides an opportunity for students to work as a whole class working with the teacher, individually, in pairs, as well as in groups (Scrivener 1994; Ur 1996: 217). Furthermore, through the use of open questions, individual, pair and group work lesson is varied and students interaction and opportunity for each learner to speak is maximized (McDonough and Shaw 1993: 231; Scrivener 1994: 15; Ur 1996: 217). The students are asked to work in groups of three while inferring the theme and the vocabulary connected with the reading passage, and they work in groups of five during the vocabulary game. The given chance for students to work in groups helps them, in the first mentioned activity, brainstorm greater possible events and actions that may be described in the reading; whereas during the vocabulary game, group work increase learners' autonomy and makes them feel responsible for their actions (Harmer 2007a: 166; Ur 1996: 232). Moreover, all of the factors mentioned above that contribute to the lesson being diversified, interesting and focused on learners, consequently, help in the act of addressing various learner's motivation and interests (Hedge 2000: 24; Lightbown and Spada 1999: 57). Finally, as there is a horseshoe seating arrangement in this class students may feel more confident and it is more likely that they will share their information and feelings with the rest of the group (Harmer 2007a: 163) Consequently, my aim while planning this lesson was to create friendly learning environment, to introduce more Student Talking Time and to enable students to actively participate in the lesson and cooperate with each other. 14 TLM 54, D.P.

8 3.2. The role of the teacher As I decided to provide considerable opportunities for learners to work in pairs as well as in groups, it is important for the teacher to maintain control over the lesson by its careful organisation and classroom management, but at the same time to enable students to express themselves freely during the group work (Ur 1996: 232). Therefore, in order for the lesson to be successful, the teacher needs watch and listen as to be aware of the learners' participation, contribution and feelings to the lesson (Harmer 2007b: 35). Moreover, the range of roles that the teacher fulfils in this lesson depends on the stage and the aim of the tasks. At the beginning of the lesson the teacher acts as a 'controller' and 'organizer', who leads-in the learners to the topic of the class, gives instructions and organises group work (Harmer 2007a: ; Hedge 2002: 26). Later on, he/she acts as a 'prompter' to guide and help the learners to conduct the target activity, as a 'resource' while explaining vocabulary and as a 'corrector' while demonstrating correct pronunciation (Harmer 2007a: ; Hedge 2000: 26). The last role of the teacher in this context is to monitor students while they are working in pairs or groups. I would try to walk around the classroom and pay attention to what is happening and how the learners are progressing. However, I would monitor them from a distance to avoid discomfort and create opportunity for free production; and help learners only when they encounter some problems (Harmer 2007a: 172). Moreover, while monitoring the teacher may take note of the frequently occurring or the most important language difficulties learners face, and address them in the forthcoming lesson or at the end of the class when there is some time left. The next section will address the advantages and disadvantages of the use of mothertongue in the context of the planned lesson The use of mother-tongue in the monolingual groups Due to the fact that my target group is monolingual, the issue of the learners' first language (L1) and its influence on language teaching must be evaluated. On the one hand, the creation of language environment where the target language is used as often as possible is essential in the foreign language teaching process (Harmer 2007b: 38-39). In the context of teaching English as a foreign language the opportunity to use the target language is of great importance and, therefore, teachers should restrict the use of L1 to the minimum. 15 TLM 54, D.P.

9 Furthermore, research conducted by Kim (2009) has shown that the use of native language is detrimental and inappropriate during the pair and group work. On the other hand, it is argued that L1 might be a very effective tool in the process of language teaching, as it helps learners see connections and differences between L1 and L2 (Atkinson 1987; Harmer 2007b: 39). Students subconsciously translate words and sentences in their minds, therefore, this form of code-switching should be seen as a natural language developmental process and should not be eliminated (Harmer 2007a: 133). Teacher should stress potential benefits of the use of mother tongue that may be a useful tool in such situations as: providing linguistic comparison between L1 and L2 linguistic units, in the act of comprehension check, or in the establishment of friendly classroom relation (Harmer 2007a: 133; Harmer 2007b: 39). Therefore, it is also underlined that if the context gives a teacher a chance to use L1, he/she should not underestimate its value and should consider its possible beneficial impact on language acquisition (Atkinson 1987; Harmer 2007b: 39). As far as the described context is concerned, the direct translation would be beneficial only for the vocabulary explanation in the case of words that are difficult and unknown to students, and to check learners' understanding of the instructions, which are provided in English, by asking students to translate them to their mother-tongue (Atkinson 1987: 243). Moreover, the study conducted by Majer (2003) revealed that Polish teachers tend to overuse the first language, which, consequently, leads to the extensive exposure to the inauthentic communicative situations (Siek-Piskozub et al 2008). Therefore, I would try to keep the use of L1 to a minimum, and in the situations demanding meaning clarifications, I would try to provide lingual strategies (synonyms, antonyms, hyponyms or paraphrasing), metalingual strategies (definitions of a given item), or non-lingual strategies (visual aids and gesture) (Dakowska 2005: 204). For example, in order to explain the meaning of the word 'luggage' I would say 'it is a usually big bag that you put your clothes inside when you are going away', to explain the phrasal verb 'pick up' I would say that it means 'to lift', or to define the word 'convenience' I would say 'it means that something is easy to access for the public use'. 16 TLM 54, D.P.

10 3.4. Feedback The value and the role of feedback have been studied by many researchers over the last few decades (Hedge 2000: 288). Some view error correction as negative evidence which is ineffective as it is likely to hinder the fluency development and decrease learners motivation (Truscott 1996; Pawlak 2002). However, more recently, the impact and the link between various feedback types and the induced learners uptake have been examined. Therefore, it is important to highlight that the knowledge of feedback forms, their functions and influence on students' production and language learning; may help teachers to use it wisely and in such a way that will promote language acquisition. In general, feedback frequently pushes learners to their output which helps them memorize and correct their language mistakes (Hedge 2000: 13). Moreover, students' output provides also comprehensible input for the rest of the group (Hedge 2000: 14). With reference to the Polish context, research conducted by Pawlak (2002) has shown that Polish teachers, in comparison to their native American counterparts, used to address greater number of students errors. Whereas the study of Wysocka (1989), which explored the students perception of the language teaching conducted by Polish teachers, emphasised that although learners do expect teacher to correct their errors, teachers have to adjust their correction practices to the activities goals and the lesson objectives. Taking this into account, I would mainly use implicit types of feedback, such as repetitions or reformulations, to gently address any mispronunciations while teaching vocabulary; and some eliciting questions and reformulations at the beginning stage of the lesson while trying to recall the Past Simple tense rules. In the words of Hedge (2000: 290) is it significant for a teacher to balance negative feedback on errors with positive feedback on student s attempts to produce the language, and this means... knowing when to push and when to stop. 4. Conclusions To conclude, the process of planning a lesson is a complex procedure that must reflect many contextual factors. In the given context, the learners needs, interests, proficiency level and 17 TLM 54, D.P.

11 the purpose of attending the course had the major influence on the lesson design. The act of creating meaningful language tasks, motivating students, creating an enjoyable learning environment and encouraging learners to use the target language as much as possible, were the most significant aspects in the described context of teaching English as a foreign language. By applying these principles I intended to maximise the language developmental process and to address various learning styles and needs. The designed lesson stages are varied and provide a chance for learners to work both individually in the slow and contemplative activities (reading), and to cooperate with their classmates in the active and fast-moving tasks (vocabulary game). It is worth concluding that the act of planning a lesson although being time-consuming is an effective method to facilitate classroom management, set clearly lesson objectives and grab learners attention (Farrell 2002: 36). Moreover, it is also a useful evaluation technique that not only enables teachers to assess whether the learning outcomes have been achieved, but also to improve their future teaching practices and to promote their self-development (Farell 2002: 35; Ur 1996). Therefore, the positive outcomes of the lesson planning should not be neglected and, the process of designing a lesson should be promoted among teachers educators and teachers themselves. Word Count: 4, TLM 54, D.P.

12 Bibliography Al-Issa, A.S.M. (2009) ELT games and teacher beliefs: The use of games in teacher education in Oman. Reflections on English Language Teaching, Vol. 8 (1): Atkinson, D. (1987) The mother tongue in the classroom: a neglected resource? ELT Journal, Vol. 41 (4): Berardo, S.A. (2006) The use of authentic materials in the teaching of reading. The Reading Matrix, Vol. 6 (2): CKE (2007) Informator o egzaminie gimnazjalnym z jezyka angielskiego przeprowadzonym od roku szkolnego 2008/2009 [The guide-book of Grammar School English language exam conducted since the 2008/2009 school year] Available: <URL: [Access date 19 th April 2010] Dakowska, M. (2005) Teaching English as a Foreign Language: A Guide for Professionals. Warszawa: Wydawnictwo Naukowe PWN. Farrell, T.S.C. (2002) Lesson planning. In Richards, J.C. and W.A. Renandya, Methodology in Language Teaching. Cambridge: Cambridge University Press Gower, R., D. Phillips and S. Walters (1995) Teaching Practice: A handbook for teachers in training. Oxford: Macmillan Grabe, W. (2002) Dilemmas for the Development of Second Language Reading Abilities. In Richards J.C. and W.A. Renandya, Methodology in Language Teaching: An Anthology of Curerent Practice Grant, N. (1987) Making the most of your textbook. London: Longman. Hadfield, J. (1999). Intermediate vocabulary games. Harlow, Essex: Longman. Harmer, J. (2007a) The Practice of English Language Teaching. (4 th edn.). Harlow: Longman. Harmer, J. (2007b) How to teach English. Harlow: Pearson Education. Hedge, T. (2000) Teaching and Learning in the Language Classroom. Oxford: Oxford University Press. Kim, Y. (2009) Use of and Attitudes to L1 in the EFL Classroom Asian. EFL Journal, Vol. 11 (4). Lightbown, P.M. And N. Spada (1999) How Languages are Learned. (2 nd edn.). Oxford: Oxford University Press. 19 TLM 54, D.P.

13 Mallows, D. (2002) Non-linearity and the observed lesson. ELT Journal, Vol. 56 (1): McDonough, J. and C. Shaw (1993) Materials and Methods in ELT: A Teacher's Guide. Oxford: Blackwell Publishers. Nattinger, J. (1988) Some current trends in vocabulary teaching. In Carter R. and M. McCarthy, Vocabulary and Language Teaching. London: Longman Oxenden, C. and C. Lathan-Koenig (2006) New English File - Intermediate Student's Book. Oxford: Oxford University Press. Pawlak, M. (2002) Error Correction Practices of Polish and American teachers. Studia Anglica Posnaniensia, Vol, 37: Peacock, M. (1997) The effect of authentic materials on the motivation of EFL learners. ELT Journal, Vol. 51 (2): Richards, J.C. and W.A. Renandya (2002) Methodology in Language Teaching: An Anthology of Curerent Practice. Cambridge: Cambridge University Press. Rinvolucri, M. (1996) Letter to Craig Thaine. The Teacher Trainer, Vol.10(2). Scrivener, J. (1994) Learning Teaching: A guidebook for English language teachers. Oxford: Heinemann. Siek-Piskozub, T., A, Wach and A. Raulinajtys (2008) Research on foreign language teaching in Poland Language Teaching, Vol. 41 (1): Truscott, J. (1996) The case against grammar correction in L2 writing classes. Language Learning, Vol. 46 (2): Ur, P. (1996) A Course in Language Teaching. Cambridge: Cambridge University Press. Urman, A. (1998) The use of games for vocabulary presentation and revision. Forum, Vol. 36 (1): Available at <URL: [Access date 27th April 2010]. Wright, A., D. Betteridge and M. Buckby (2006) Games for language learning. (3 rd edn.). Cambridge: Cambridge Univeristy Press. Wysocka, M. (1989) FL Teachers vs Learners at the univeristy level: a presentation of student views. Studia Anglica Posnaniensia, Vol. 22: TLM 54, D.P.

14 Appendix 1 Coach 21 TLM 54, D.P.

15 Train Plane 22 TLM 54, D.P.

16 Ferry Appendix 2 23 TLM 54, D.P.

17 Task 2 Read about two journeys again carefully in the right order. Answer the questions with T (the train) or P (the plane). On which journey? 1. did the traveller have to get up earlier 2. could the traveller have something to eat or drink 3. was the traveller more stressed 24 TLM 54, D.P.

18 4. did the traveller buy the papers 5. could the traveller see beautiful scenery 6. did the traveller have a meal when he arrived 7. did the traveller arrive earlier than expected Which journey was? 8. cheaper 9. quicker 10. more comfortable 11. more convenient 25 TLM 54, D.P.

19 Appendix 3 (Reading puzzles) 26 TLM 54, D.P.

20 Appendix 4 (Vocabulary game) (taken from Intermediate Vocabulary Games Jill Hadfield) Travel words and game tokens 27 TLM 54, D.P.

21 Journey cards 28 TLM 54, D.P.

22 Missed connections board 29 TLM 54, D.P.

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